Action Research Report

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1 Actin Research Reprt Actin Research Reprt Prject Title: The usefulness f number lines fr adults? Summary Researching the pedaggy f using number lines t infrm delivery within a pst-cmpulsry sectr CPD prgramme. Organisatin Within the pst cmpulsry educatin and training (PCET) CPD prgramme at the practitiners are studying fr the Diplma/Advanced Diplma fr Teaching in the Lifelng Learning Sectr Mathematics/ numeracy CPD (Levels 5 and 6). The trainees are qualified teachers and are wrking in the Skills fr Life sectr with adults wh wish t imprve their numeracy skills: the levels are Entry, Level 1 and Level 2. Other trainees n the PGCE (PCET) and PGCE (primary) prgrammes were ptential participants. The imprvement needed Trainees are required t evaluate resurces and mdels fr teaching number. Number lines are used a great deal in primary schls when intrducing additin, subtractin and number tpics. The new Maths4Life materials als use number lines. There were n explicit CPD resurces that encuraged trainees t analyse the effectiveness r relevance f the use f number lines with adults. I cnsidered this t be imprtant because we shuld cnsider hw apprpriate mdels used with children can be used when wrking with adults. Aims and bjectives The aim was t explre the usefulness f number lines as a resurce fr adults within Skills fr Life prvisin. D mdels used with children need t be adapted t be apprpriate within the pst-cmpulsry sectr? By the end f the academic year the trainees wuld: reflect n the use f the number line with their learners cmpare reflectins f learners wh want t supprt their children with thse f adults wh are imprving their skills fr anther purpse and are prbably nt cncerned with current teaching methds. develp number lines using a variety f styles that are suitable fr adults. recgnise and demnstrate the imprtance f reflective practice n imprving practice, which will be imprtant within their nging CPD A Department fr Children Schls and Families initiative t enhance prfessinal develpment acrss mathematics teaching.

2 Actin Research Reprt Befre the start f the next academic year the prject leader wuld: evaluate the data design a resurce that wuld be used t train and develp teachers in the pedaggy f the apprach. liaise with the primary ITT prvisin t share practice explre the literature encurage and supprt practiners t reflect n practice What we did: Questinnaires (Appendix 1) were issued t 7 trainees n the CPD prgramme asking abut their usage f number lines when teaching in a variety f pst-cmpulsry settings 6 already used them (Appendix 2). Trainees were asked t evaluate usage within their practice and recrd their reflectins in their teaching lgs these reflectins have been cllated (Appendix 3). Observatins f practice were carried ut and sharing f practice was facilitated within the CPD prgramme. The cmmn uses were fractin/decimal/% cmparisns, subtractin, psitive/negative numbers, graph axes and illustrating hw children use them. Adults wh were nt cncerned with teaching in schl still fund the apprach useful. Cmmercially prduced number lines were nt being used, mst prbably because mst adult learning prviders d nt hld resurces perceived as schls-based. Jint wrking with primary ITT maths teachers was planned t prmte sharing f gd practice but this has nt been achieved because f the shrt time scale. Initial links have been made and research dcuments shared. Plans are being made t build links starting at the beginning f the next academic year. This is an imprtant develpment area - t prmte crss-sectr wrking. Additinal reflectins and bservatins were carried ut with Chinese learners in a cmmunity setting. These have prvided sme interesting cultural reflectins fr practiners t cnsider. Teachers n the Learning Difficulties and Disabilities (LLDD) CPD prgramme were als invlved and reflectins n the visual number line discussed. What we achieved: Seven teachers n the Numeracy CPD prgramme reflected n their use f number lines with their learners. They were wrking in a variety f Skills fr Life settings in the Nrth East regin. The learners included: classrm assistants wrking twards Level 2 accreditatin adults with learning disabilities and difficulties in a specialist cllege entry t emplyment students Family Numeracy learners Adult and Cmmunity learners English fr Speakers f Other Languages (ESOL) learners (This range reflects the diversity f the chrt within s pst-cmpulsry chrt.) A Department fr Children Schls and Families initiative t enhance prfessinal develpment acrss mathematics teaching.

3 Actin Research Reprt Three Dip HE/PGCE trainees reflected n their wrk with Chinese learners and anther LLDD teacher cnsidered the use f time lines within art prjects. Three learners were interviewed and asked whether they had an internal number line. All three visualised a hrizntal line. The mst valuable achievements were the reflectins f the teachers. Fr example: I was intrduced t number lines arund eight mnths ag at abut the same time that I started teaching, s I am a relatively new user f the tl. I was first drawn t the methd because f its relative simplicity and the fact that seemingly islated cncepts f maths culd be develped simultaneusly...when wrking with a vcatinal trainee tk wnership f the number line by labelling the lines, fractins, decimals and percentages in which ever rder he wished, which I think gave him a measure f cntrl nt usually assciated with maths/numeracy, and helped t alleviate sme f his anxiety/frustratin By using different clured paper I ve been able t adapt this apprach easily and ecnmically, t assist dyslexic learners understand the cnnectins f these tpics Discussin with fellw prfessinals led t alternatives being suggested, such as number lines being divided by marks prir t the trainee s cmpletin. This was tried instead f being gradually built up frm the three simple lines and patterns being allwed t develp r appear, which in turn prvided the pprtunity fr the trainee t think abut what was happening, were cluttered and visually cnfusing I als felt that sme f the wnership f the task (fr the learner) was being remved It was disappinting that jint wrking with the primary teacher-trainees was nt pssible within this time-scale but discussins are under way fr the next academic year. This prject started halfway thrugh the academic year and this was t late t liaise with thse respnsible fr timetabling the primary prgramme. The unexpected utcme was the enthusiasm f PGCE (generic) trainees t explre the tpic with Chinese learners. The impact: The learners enjyed learning maths using the empty number lines The trainees cmpleted thughtful teaching lgs fcusing n the pedaggy f number lines and develped their practice A wide range f learners fund the mdel useful nt just thse learners interested in methds used in schls Number lines were mst useful fr teaching fractin/decimal/percentage equivalence (hrizntal parallel lines), negative numbers (hrizntal line) and temperature (vertical line). The trainees cmpleted thughtful teaching lgs fcusing n the pedaggy f number lines and develped their practice Resurces have been develped (Appendix 4) that will be used t prmte further reflectin in the cntinuing CPD prgramme A Department fr Children Schls and Families initiative t enhance prfessinal develpment acrss mathematics teaching.

4 Actin Research Reprt ARP and CPD: As prject leader, I learnt frm the practitiners reflectins that the empty number line is a useful teaching resurce in a variety f Skills fr Life settings, with a range f learners. The prject team fund the actin research prvided a fcus fr reflectin and sharing f practice Discussins abut the research in ther prgrammes led t PGCE and LLDD students reflecting n hw they use number lines in their teaching is a partner in the Centre fr Excellence fr Teacher Training Inclusin. The research will be disseminated via the CETT website. Prducts: A handut has been drafted (Appendix 4) that will be used within the CPD prgramme. Appendices: Appendix 1: Number lines questinnaire Appendix 2: Results frm questinnaire Appendix 3: Excerpts frm teaching lg reflectins Appendix 4: Shuld we use number lines as mdels? Handut fr practitiners Messages fr ther prviders: Be prepared t be flexible and realistic abut hw much can be achieved within the timescale. When cnsidering jint wrking with teacher training departments start negtiatins abut pssible activity befre the start f the academic year. Future actin: The prject leader will be undertaking further research int the significance f the empty number line and the pssible cultural differences regarding left-right rientatin. Discussins abut the actin research have led t ptential links between primary ITT and Skills fr Life and sharing f practice in the future The imprtance f teacher enquiry/ actin research as an effective apprach t imprving practice and effective CPD will be cnslidated within the CPD prgramme and the new Inclusin practitiner netwrk launched by the CETT fr Inclusin. A Department fr Children Schls and Families initiative t enhance prfessinal develpment acrss mathematics teaching.

5 Actin Research Reprt Prvider prfile gained university status in 1992 and currently has 31,500 students. The Schl f Health, Cmmunity and Educatin has 8000 full and part-time students. It delivers a range f pst-cmpulsry ITT prgrammes at PGCE and Diplma level plus a number f CPD prgrammes, including Pst-graduate certificates in Mentring, Dyslexia and Special Educatinal Needs and Inclusive Practice. ITT in the primary phase ffers BA (QTS), Primary PGCE and SCITT-based PGCEs... The numeracy CPD prgramme is within the Pst Cmpulsry Educatin and Training (PCET) prvisin, which includes the BA and BA (Hns) Pst-Cmpulsry Educatin & Training, PGCE/ Dip HE (Literacy), Certificate fr Teaching Adult Learners with Learning Difficulties and/r Disabilities and the Diplma and Advanced Diplma CPD (Literacy r Numeracy), Nrthumbria is a key partner in the Centre fr Excellence in Teacher Training (Inclusive learning). Cntact details Prject leader: Diana Spurr Senir Lecturer Numeracy curse leader d.spurr@unn.ac.uk Senir manager: Pauline Jeffrey Principal Lecturer Prgramme Manager pauline.jeffrey@unn.ac.uk Pst cmpulsry educatin and training Schl f Health, Cmmunity and Educatin Cach Lane campus Newcastle upn Tyne NE7 7XA A Department fr Children Schls and Families initiative t enhance prfessinal develpment acrss mathematics teaching.

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